Unit 2 Learning English is fun!-Lesson 4 Colours and feelings 教学设计 2025-2026学年冀教版英语七年级上册

Unit 2 Learning English is fun!-Lesson 4 Colours and feelings This lesson is from Unit 2 "Learning English is fun!" of the 7th-grade English textbook (2024 edition) published by Hebei Education Press. The main content of this lesson is a dialogue between Li Ming and Jenny about colours and feelings. Through this dialogue, students will learn how different colours are associated with various feelings in English, as well as the symbolic meanings of colours in Chinese and Western cultures. For example, in English, "blue" can mean "sad", "green" can mean "sick", "yellow" can mean "scared", and "red" can mean "angry". While in Chinese culture, red is a symbol of happiness and good fortune. This lesson not only helps students expand their vocabulary related to colours and feelings but also deepens their understanding of cross-cultural differences. 教学目标 Students will be able to master the key vocabulary such as "line", "feeling", "sick", "scared", "ocean", etc. Students will learn the key phrases and sentence patterns like "feel blue", "make sb. feel...", "I feel + colour". Students will understand the relationship between colours and feelings expressed in the text. 教学重难点 1. Teaching Key Points The correct usage of relevant vocabulary and expressions to describe preferences for colours and real feelings. Completing the writing task of describing one's favourite colour and real feelings. 2. Teaching Difficult Points Helping students to correctly express emotions and personal preferences in English, especially when it comes to some abstract feelings and the cultural connotations behind them. 1. Key Vocabulary line /laɪn/n. 歌词；字行；线；路线 e.g. There is a beautiful line in this poem.（在这首诗中有一句优美的歌词。） Phrases: stand in a line（排队；站成一条线）, wait in line（排队等候）, cut in line（插队）, starting/finishing line（起跑线 / 终点线） feeling /ˈfiːlɪŋ/n. 感觉；想法；态度 e.g. I have a strange feeling today.（我今天有一种奇怪的感觉。） Note: It can be used in phrases like "have a feeling that..."（有一种…… 的感觉） sick /sɪk/adj. 生病的；恶心的 e.g. He feels sick because he ate too much junk food.（他因为吃了太多垃圾食品而感到恶心。） scared /skeəd/adj. 害怕的；恐惧的 e.g. The little girl is scared of the dark.（这个小女孩害怕黑暗。） ocean /ˈəʊʃn/n. 海洋 e.g. The blue ocean looks so beautiful.（蓝色的海洋看起来如此美丽。） 2. Key Phrases and Sentence Patterns feel blue 感到悲伤 e.g. She feels blue because she lost her pet.（她因为失去了宠物而感到悲伤。） make sb. feel... 使某人感到…… e.g. The warm sunshine makes me feel comfortable.（温暖的阳光使我感到舒适。） I feel + colour 我感觉（某种情绪，用颜色表示） e.g. I feel red when I am angry.（当我生气时，我感觉自己像红色。） 3. Cultural Knowledge In English, different colours are associated with different feelings. For example, blue represents sadness, green represents sickness, yellow represents fear, and red represents anger. In Chinese culture, red is a symbol of happiness, good luck, and celebration. It is often used in festivals and weddings. While in Western cultures, white is a symbol of purity and is often used in weddings, and black is sometimes associated with mourning. 教学过程 1. Warming-up (5 minutes) Greet the students as usual and then show some pictures of different colours on the PPT. Ask the students: "What colours can you see in these pictures? And how do you feel when you see these colours?" Encourage the students to express their feelings freely. For example, when seeing a red picture, some students may say they feel excited or energetic. Design intention: This activity can quickly attract students' attention, arouse their interest in the topic of colours and feelings, and activate their prior knowledge about colours. 2. Review (5 minutes) Recall some simple colour words that students have learned before, such as "red", "blue", "green", "yellow", "black", "white", etc. Write these words on the blackboard and ask students to read them aloud together. Then, randomly point to a colour word and ask a student to use it to make a simple sentence. For example, if the teacher points to "blue", the student may say "The sky is blue." Design intention: Reviewing the learned colour words can help students better connect with the new content of this lesson and lay a foundation for learning the relationship between colours and feelings. 3. Presentation (10 minutes) Play the recording of the dialogue between Li Ming and Jenny for the students to listen. After listening, ask some simple questions to check their understanding, such as "What are Li Ming and Jenny talking about?" "How many colours are mentioned in the conversation?" Then, show the text of the dialogue on the PPT and explain the new words and phrases one by one. Use pictures or real-life examples to help students understand. For example, when teaching the word "sick", show a picture of a person lying in bed with a thermometer in their mouth. When teaching "scared", make a frightened expression and ask students to imitate it. Explain the key sentence patterns. For the pattern "make sb. feel...", give more examples like "The funny story makes me feel happy." "The cold wind makes me feel cold." Let students understand how to use this pattern to express the impact of something on people's feelings. Design intention: Through listening, reading and explanation, students can gradually understand the text content, master new vocabulary and sentence patterns, and prepare for further in-depth learning. 4. Practice (15 minutes) Activity 1: Group discussion Divide the students into several groups. Give each group a set of cards with different colours on them. Ask the groups to discuss what feelings each colour represents in their opinion and write down their ideas. After the discussion, each group selects a representative to come to the front of the class and share their group's discussion results. Other groups can ask questions or make comments. Design intention: This activity can encourage students to think actively, communicate with their group members in English, and deepen their understanding of the relationship between colours and feelings. At the same time, it can also improve their cooperation ability and oral expression ability. Activity 2: Fill in the blanks Show some sentences on the PPT with blanks. The sentences are related to the key vocabulary and sentence patterns learned in this lesson. For example, "I feel ____ (blue) because I failed the exam." "The green leaves make me feel ____ (relaxed)." Ask students to fill in the blanks with the correct words or phrases. Check the answers together and let students explain why they choose those words. Design intention: This activity can help students practice using the learned vocabulary and sentence patterns, strengthen their memory, and improve their language application ability. 5. Production (10 minutes) Ask students to write a short passage about their favourite colour. They need to introduce what their favourite colour is, why they like it, and what feelings this colour brings to them. They can use the vocabulary and sentence patterns learned in this lesson. Walk around the classroom to provide guidance and help when students are writing. After they finish writing, ask some students to read their passages aloud to the class. Give praise and suggestions for their writing. Design intention: This writing task can comprehensively test students' ability to use English to express their personal opinions and feelings. By sharing their writing, students can also learn from each other and improve their writing skills. 6. Summary and Homework (10 minutes) Summary (5 minutes) Review the key vocabulary, phrases and sentence patterns of this lesson with the students. Ask students to recall the different feelings represented by different colours in English and the cultural differences in the symbolic meanings of colours. Summarize the main content of this lesson and emphasize the importance of understanding the relationship between colours and feelings in language learning and cross-cultural communication. Homework (5 minutes) Ask students to make a poster about "Colours and Feelings". They need to draw some pictures of different colours on the poster and write down the feelings associated with each colour in English. They can also add some cultural information about colours. Encourage students to share their posters with their family members or friends and introduce what they have learned in this lesson. Design intention: The summary can help students consolidate the knowledge they have learned in class. The homework can not only review and expand the knowledge learned in class but also cultivate students' creativity and practical ability. 教学反思 After teaching this lesson, I have the following reflections: Positive aspects: The warming-up and review activities effectively engaged students and made them quickly enter the learning state. They were actively involved in answering questions and sharing their ideas. The use of multimedia resources such as pictures and recordings made the teaching content more vivid and easier for students to understand. For example, when explaining new words, the pictures helped students form a more intuitive impression. The group discussion and writing activities provided students with more opportunities to practice speaking and writing in English. Students actively participated in group discussions, and their cooperation ability and language expression ability were improved to some extent. Areas for improvement: In the presentation part, although I tried to explain new words and sentence patterns in an easy-to-understand way, some students still seemed a bit confused. Maybe I should give more real-life examples and let students practice more immediately after the explanation. During the group discussion, some students dominated the conversation, while a few students participated less actively. In the future, I need to pay more attention to ensuring that every student has the opportunity to express their opinions and encourage those less active students to participate more. In the summary part, the time was a bit rushed, and some students may not have fully grasped the key points. Next time, I will allocate more time for summary and make it more in-depth and detailed. Overall, through this teaching reflection, I will adjust my teaching methods and strategies in the future to make the teaching of this lesson more effective and help students better master the knowledge and improve their English language skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$